2019 Senior Curriculum Handbook 180602 - All Souls St Gabriels School · 2018-11-30 · All Souls St Gabriels School Senior Curriculum Curriculum Handbook (For students planning to

All Souls St Gabriels School

Senior Curriculum Curriculum Handbook

(For students planning to graduate in 2020)

The primary purpose of this handbook is to provide specific subject information so that students will be able to make informed choices of subjects to study in their senior years of schooling. The final two years of schooling in the Queensland education system are described as post-compulsory years. They also form the majority of a young person’s learning in the Senior Phase of Learning. These years should therefore, not be treated as just another two years of schooling, but more of a two year course enabling the young adult to mature and gain specific knowledge and skills to lead to further education or employment.

Information regarding all senior subjects can also be obtained from the Queensland Curriculum and Assessment Authority’s (QCAA) web site:

www.qcaa.qld.edu.au The QCAA also offer a web site devoted to career planning:

www.studentconnect.qcaa.qld.edu.au

ALL SOULS ST GABRIELS SCHOOL – 2019 SENIOR CURRICULUM HANDBOOK – PAGE 2

A message from the Headmaster … Dear Parents and Students, Whilst preparation for the Senior Years and beyond might be daunting for most, it is also an exciting time as you begin to plan for life after school. It is important to remember that this is a journey. You don’t have to have all the answers, and most students entering their final year of schooling are still unclear of exactly what they want to do. My suggested approach is to keep it simple. Listen to advice, do your research, and ask questions. All the very best with your decision making, I look forward to sharing your journey and stories of success over the next two years. Mr Darren Fleming Headmaster

All information in this handbook is correct at time of publication

but subject to change.


CONTENTS GENERAL INFORMATION

The successful senior student ...................................................................................................... 4 What is curriculum? ..................................................................................................................... 5 Tips for subject selection ............................................................................................................. 6 Senior Education Profile (Senior Schooling Certificates) .................................................................. 7 Australian Tertiary Admissions Rank (ATAR) Eligibility .................................................................... 7 Senior Subjects ........................................................................................................................... 8 Syllabus Underpinning Factors ...................................................................................................... 8 General Syllabus Documents ........................................................................................................ 9 Applied* Syllabus Documents ...................................................................................................... 11 Senior External Examinations ...................................................................................................... 12 Short Courses ............................................................................................................................ 13 Composite / Concurrent Classes & Alternative Sequence Syllabus Documents .................................. 13

GENERAL SUBJECTS

English … … English ..................................................................................... 26

Mathematics … … General Mathematics ................................................................. 34 … … Mathematical Methods ............................................................... 40

… … Specialist Mathematics ............................................................... 56

Science … … Biology ..................................................................................... 14 … … Chemistry ................................................................................. 20 … … Physics ..................................................................................... 54

Humanities … … Modern History ......................................................................... 42

Commerce … … Economics ................................................................................ 24

Health and Physical Education Physical Education (PE) .............................................................. 52

Technology … … Food & Nutrition ........................................................................ 32

The Arts … … Drama ...................................................................................... 22 … … Music ....................................................................................... 44 … … Music Extension (Composition, Musicology & Performance) ...... 46-51 … … Visual Art .................................................................................. 60

APPLIED* SUBJECTS

English … … Essential English* ...................................................................... 28

Mathematics … … Essential Mathematics* .............................................................. 30

Health and Physical Education Sports & Recreation* ................................................................. 58

Technology … … Building & Construction* (B&C) .................................................. 16 … … Hospitality Practices* ................................................................. 36 … … Information & Communication Technologies* (ICT) ...................... 38

The Arts … … Visual Arts in Practice* ............................................................... 62 SCHOOL-BASED* SUBJECTS

Careers and Development* (CAD) ............................................................................................... 18 VOCATIONAL EDUCATION AND TRAINING* (VET)

Certificate II Agriculture* ............................................................................................................ 18 Certificate III Fitness* ................................................................................................................ 19 Dalrymple Trade Training Centre (DTTC) ..................................................................................... 64 School-based Apprenticeships / Traineeships ................................................................................ 65

* Subject / Course only counts for one input in to the calculation of an ATAR.

Please note – Not all subjects will necessarily begin in Term 4 2018. If numbers are not sufficient to make a class economically feasible, a decision may be made to suspend that subject for a period of time.

(02/06/18)


THE SUCCESSFUL SENIOR STUDENT Success in any venture is the result of two factors, motivation and ability. If you know why you want to achieve something and you have the required skills you will reach your goal. MOTIVATION Why do you intend to continue school education in the Senior Phase of Learning? Some reasons and considerations: You cannot obtain employment and wish to return to senior schooling until this is possible. If this is your reason, please take care! Returning to school can easily decrease your job prospects if you come back unwillingly and unprepared to genuinely attempt school work. Low achievement coupled with poor comments about your industry and attitude will make an employer wary of your apparent inability to work. Returning to school simply to escape unemployment may penalize your future possibilities if you leave school with a poor record and have to compete with younger school leavers who may have good Year 10 results, or compete with students of your own age who have either a good senior record or are experienced from already being in the workforce for two years. Your parents consider you too immature to join the workforce and want you to stay in a more controlled environment until the end of senior schooling. While this is an important reason, it must be considered carefully. It will only succeed if you are prepared to do your best. Certainly evidence suggests that maturity and a fair performance in senior can enhance your job prospects. If you are in this category, we suggest you continue to study subjects you are successful in and perhaps take Applied* subjects (which do not count towards the calculation of an Australian Tertiary Admissions Rank – ATAR). These subjects are more practical and allow you to develop good work / industry related skills. You need senior qualifications to gain your chosen employment. Quite simply, your personality and two years of consistent school results which indicate that you always work to the best of your ability are the best way to enhance your employment prospects. Few jobs require specific senior subjects so choose yours according to your interests and achievements. A poor school performance will certainly decrease your career chances. You intend to go to Tertiary Studies. Tertiary entrance is HIGHLY COMPETITIVE. If you do not have regular study habits and a good level of achievement in Year 10, it is not likely that your senior results will be sound enough to ensure entry to a tertiary institution. To be successful, you need both a high level of ability and sound study habits. If you are unable to spend a minimum of three hours each night doing homework and study, you would be wise to reconsider your future. ABILITY Are senior studies difficult? Yes, they are more difficult than Year 10 and below. The School Work Itself You will have more to do. It will involve more individual research and assignments and you will find the work more difficult as it requires lots more understanding. Courses emphasize much more process while content still plays a big part.


More Demands on your Time Not only prep (homework) and study (15-20 hours/week outside school) demand your attention, but also time for sport, cultural activities and social occasions. Family or personal commitments may claim a lot of your attention and emotional energy. Peer Pressure From friends who are working. They may have more money, spare time and apparent freedom. This may make it harder for you to settle down to your studies. Frustration You may have noticed that your drive for independence is making you more critical of those close to you, your family, teachers and school friends. Their demands on you could lead you to feel frustrated. Recognize both the things you can change, those things you can’t change, and develop the wisdom to know the difference. HAVING BOTH MOTIVATION AND ABILITY WILL LEAD TO SUCCESS WHAT IS CURRICULUM? Many people (students, parents, teachers) believe ‘curriculum’ is confined to the subjects offered by a school e.g. English, Maths, Science, etc. However, ‘curriculum’ covers far more than just subjects offered. ‘Curriculum’ is the total program of an educational institution. Although much of this handbook is taken up with subject descriptions, it is important that it also describes the total curriculum of All Souls St Gabriels School. Mind, Body & Spirit Christian Education Christian Education is informally taught through the School’s Chapel services. Students are

required to attend the weekly Eucharist (Holy Communion) service and other special occasions. The Chapel and Chaplaincy program seeks to expound and promote the ethics and values of humility, justice and compassion embedded in the Christian tradition and Scriptures.

All Souls St Gabriels School is a Christian school which welcomes people of all faiths and nationalities. We strive to develop the mind, body and spirit of the individual, by providing strong, positive leadership and a caring, extended family environment.

As part of the individual's spiritual growth and development, the School provides a study of the Christian faith in the Anglican tradition and a study of the gospels and their relevance today.

The ideal of service, as stated in the School motto "Servire Regnare", is emphasised in all aspects of school life.

Pastoral Care A very crucial part of the curriculum is Pastoral Care. Pastoral Care broadly refers to the way in

which the personal interests and needs of students and staff are addressed. In essence, it is the school’s expression of concern for the development of each person, so that personal growth and social, emotional, intellectual and physical development are nurtured.

Work / Industry Placement Students in their senior years of schooling can participate in Work / Industry Placement which

can be arranged by the School to be completed during school holidays. Residential students may choose to do their Work / Industry Placement in their home town, or they may remain in Charters Towers and arrange their own accommodation.


Students usually find this a very worthwhile experience and an ideal opportunity to gain first-hand knowledge of a particular type of work / industry and the workforce in general.

Sport and Physical Activity All students are encouraged to participate in some form of physical activity. This can be

achieved by studying Physical Education, studying Sport and Recreation*, studying Certificate III in Fitness*, by participating in inter-school teams, through regularly scheduled activities and through inter-house competitions.

Debating and Public Speaking Senior students have the opportunity to be in the senior Debating Team. Inter-school debates

are held in Term 3 each year. Students are encouraged to participate in various speaking competitions that occur throughout

the school year at the local level and inter-school level beyond Charters Towers, e.g. Rostrum, Lions Youth Speaks for Australia.

Subjects Offered The School offers a very flexible and broad range of subjects in an attempt to best meet the

needs of all of our students. Detailed descriptions of each subject are presented in the following sections of this handbook.

TIPS FOR SUBJECT SELECTION In making your subject choices the first things you should consider are the following: INTEREST Study what you enjoy. It is difficult to maintain enthusiasm and interest when you do not like what you are doing. CAPABILITY Study subjects you believe you have the ability to achieve good results. It does you no good to do poorly in a subject at which you are not capable. This leads to two secondary questions that must be addressed:

1. What do you intend doing after senior schooling? 2. What are your strengths and weaknesses?

If the job or tertiary course you intend doing after senior schooling has certain subject pre-

requisites, then these need to be taken. If they conflict with your strengths and weaknesses, then maybe you have to reconsider the situation and either aim for a less demanding level (e.g. an Associate Diploma rather than a Degree), or perhaps you need to consider a different career area.

Examine your Year 10 results and realistically isolate your strengths and weaknesses. Try to build on your strengths and eliminate your weaknesses. If you don’t really know what you are going to do after senior schooling, then look at where your natural abilities lie. Are you more suited to Humanities or Commerce type subjects? (History / Geography / Economics) Do you cope better with the more abstract subjects? (Mathematics / Science) Maybe your interest lies in artistic subjects? (Drama / Music / Visual Art / Visual Arts in Practice*)

An interest in a particular area usually makes that subject/s easier to study. Don’t just drift into senior schooling. Make a deliberate decision to strive towards achieving a

specific goal.


SENIOR EDUCATION PROFILE Students in Queensland are issued with a Senior Education Profile (SEP) upon completion of senior studies. This profile may include a:

statement of results Queensland Certificate of Education (QCE) Queensland Certificate of Individual Achievement (QCIA).

For more information about the SEP see: www.qcaa.qld.edu.au/senior/certificates-qualifications/sep STATEMENT OF RESULTS Students are issued with a statement of results in the December following the completion of a QCAA-developed course of study. A new statement of results is issued to students after each QCAA-developed course of study is completed. A full record of study will be issued, along with the QCE qualification, in the first December or July after the student meets the requirements for a QCE. QUEENSLAND CERTIFICATE OF EDUCATION (QCE) Students may be eligible for a Queensland Certificate of Education (QCE) at the end of their senior schooling. Students who do not meet the QCE requirements can continue to work towards the certificate post-secondary schooling. The QCAA awards a QCE in the following July or December, once a student becomes eligible. Learning accounts are closed after nine years; however, a student may apply to the QCAA to have the account reopened and all credit continued. QUEENSLAND CERTIFICATE OF INDIVIDUAL ACHIEVEMENT (QCIA) The Queensland Certificate of Individual Achievement (QCIA) reports the learning achievements of eligible students who complete an individual learning program. At the end of the senior phase of learning, eligible students achieve a QCIA. These students have the option of continuing to work towards a QCE post-secondary schooling. AUSTRALIAN TERTIARY ADMISSION RANK (ATAR) ELIGIBILITY The calculation of an Australian Tertiary Admission Rank (ATAR) will be based on a student’s:

best five General subject results or best results in a combination of four General subject results plus an Applied* subject result

or a Certificate III or higher VET qualification. The Queensland Tertiary Admissions Centre (QTAC) has responsibility for ATAR calculations. ENGLISH REQUIREMENT Eligibility for an ATAR will require satisfactory completion of a QCAA English subject. Satisfactory completion will require students to attain a result that is equivalent to a Sound Level of Achievement in one of five subjects — English, Essential English, Literature, English and Literature Extension or English as an Additional Language. While students must meet this standard to be eligible to receive an ATAR, it is not mandatory for a student’s English result to be included in the calculation of their ATAR.


SENIOR SUBJECTS The QCAA develops four types of senior subject syllabuses — General, Applied*, Senior External Examinations and Short Courses. Results in General and Applied* subjects contribute to the award of a QCE and may contribute to an Australian Tertiary Admission Rank (ATAR) calculation, although no more than one result in an Applied* subject can be used in the calculation of a student’s ATAR. Extension subjects are extensions of the related General subjects and are studied either concurrently with, or after, Units 3 and 4 of the General course. Typically, it is expected that most students will complete these courses across their senior years. All subjects build on the F–10 Australian Curriculum. GENERAL SUBJECTS General subjects are suited to students who are interested in pathways beyond senior secondary schooling that lead primarily to tertiary studies and to pathways for vocational education and training and work. General subjects include Extension subjects. APPLIED* SUBJECTS Applied* subjects are suited to students who are primarily interested in pathways beyond senior secondary schooling that lead to vocational education and training or work. SENIOR EXTERNAL EXAMINATION The Senior External Examination consists of individual subject examinations provided across Queensland in October and November each year by the QCAA. SHORT COURSES* Short Courses* are developed to meet a specific curriculum need and are suited to students who are interested in pathways beyond senior secondary schooling that lead to vocational education and training and establish a basis for further education and employment. They are informed by, and articulate closely with, the requirements of the Australian Core Skills Framework (ACSF). A grade of C in Short Courses aligns with the requirements for ACSF Level 3. For more information about the ACSF see: https://www.education.gov.au/australian-core-skills-framework SYLLABUS UNDERPINNING FACTORS All senior syllabuses are underpinned by:

literacy — the set of knowledge and skills about language and texts essential for understanding and conveying content

numeracy — the knowledge, skills, behaviours and dispositions that students need to use mathematics in a wide range of situations, to recognise and understand the role of mathematics in the world, and to develop the dispositions and capacities to use mathematical knowledge and skills purposefully.

GENERAL SYLLABUSES AND SHORT COURSES In addition to literacy and numeracy, General syllabuses and Short Courses are underpinned by 21st century skills – attributes and skills students need to prepare them for higher education, work and engagement in a complex and rapidly changing world. These include critical thinking, creative thinking, communication, collaboration and teamwork, personal and social skills, and information & communication technologies (ICT) skills.


APPLIED* SYLLABUSES In addition to literacy and numeracy, Applied* syllabuses are underpinned by:

applied learning — the acquisition and application of knowledge, understanding and skills in real-world or lifelike contexts

community connections — the awareness and understanding of life beyond school through authentic, real-world interactions by connecting classroom experience with the world outside the classroom

core skills for work — the set of knowledge, understanding and non-technical skills that underpin successful participation in work.

VOCATIONAL EDUCATION AND TRAINING* (VET*) Students can access VET* programs through the school if it:

is a registered training organisation (RTO) has a third-party arrangement with an external provider who is an RTO offers opportunities for students to undertake school-based apprenticeships or traineeships.

All Souls St Gabriels School is associated with a number of RTOs. Many of these RTOs use the facilities of the Dalrymple Trade Training Centre (DTTC). For further details read the back section in this Handbook and see the School VET & Workplacement / Apprenticeship / Traineeship Co-ordinator. At the time of printing this handbook, courses in the industry areas of agriculture, age care, business, conservation and land management, construction, electro-technology, engineering, hospitality and mining are being offered by a variety of RTOs at the DTTC. Other courses are also in the planning stages for introduction in coming years. SCHOOL-BASED APPRENTICESHIPS / TRAINEESHIPS Students wishing to complete the first year of an Apprenticeship / Traineeship while still completing some senior schooling subjects have this option open to them. For further details read the back section in this Handbook and see the School VET & Workplacement / Apprenticeship / Traineeship Co-ordinator. GENERAL SYLLABUS DOCUMENTS General subject syllabus documents consist of a course overview and assessment. GENERAL SUBJECTS – COURSE OVERVIEW General syllabus documents are developmental four-unit courses of study. Units 1 and 2 provide foundational learning, allowing students to experience all syllabus objectives and begin engaging with the course subject matter. It is intended that Units 1 and 2 are studied as a pair. Assessment in Units 1 and 2 provides students with feedback on their progress in a course of study and contributes to the award of a QCE. Students should complete Units 1 and 2 before starting Units 3 and 4. Units 3 and 4 consolidate student learning. Assessment in Units 3 and 4 is summative and student results contribute to the award of a QCE and to ATAR calculations.


EXTENSION SUBJECTS – COURSE OVERVIEW Extension subjects are extensions of the related General subjects and include external assessment. Extension subjects are studied either concurrently with, or after, Units 3 and 4 of the General course of study. Extension syllabuses are courses of study that consist of two units (Units 3 and 4). Subject matter, learning experiences and assessment increase in complexity across the two units as students develop greater independence as learners. The results from Units 3 and 4 contribute to the award of a QCE and to ATAR calculations. GENERAL SUBJECTS – UNITS 1 AND 2 ASSESSMENT Schools decide the sequence, scope and scale of assessments for Units 1 and 2. These assessment items should reflect the local context. Teachers determine the assessment program, tasks and marking guides that are used to assess student performance for Units 1 and 2. Units 1 and 2 assessment outcomes provide feedback to students on their progress in the course of study. Schools should develop at least two but no more than four assessments for Units 1 and 2. At least one assessment must be completed for each unit. Schools report satisfactory completion of Units 1 and 2 to the QCAA, and may choose to report levels of achievement to students and parents/carers using grades, descriptive statements or other indicators. GENERAL & EXTENSION SUBJECTS – UNITS 3 AND 4 ASSESSMENT Students complete a total of four summative assessments — three internal and one external — that count towards the overall subject result in each General subject. Schools develop three internal assessments for each senior subject to reflect the requirements described in Units 3 and 4 of each General syllabus. The three summative internal assessment items need to be endorsed by the QCAA before they are used in schools. Students’ results in these assessment items are externally confirmed by QCAA assessors. These confirmed results from internal assessment are combined with a single result from an external assessment, which is developed and marked by the QCAA. The external assessment result for a subject contributes to a determined percentage of a students' overall subject result. For most subjects this is 25%; for Mathematics and Science subjects it is 50%. GENERAL & EXTENSION SUBJECTS – INSTRUMENT-SPECIFIC MARKING GUIDES Each syllabus provides instrument-specific marking guides (ISMGs) for summative internal assessments. The ISMGs describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument. Schools cannot change or modify an ISMG for use with summative internal assessment. As part of quality teaching and learning, schools should discuss ISMGs with students to help them understand the requirements of an assessment task. GENERAL & EXTENSION SUBJECTS – EXTERNAL ASSESSMENT External assessment is summative and adds valuable evidence of achievement to a student’s profile.


External assessment is: common to all schools administered under the same conditions at the same time and on the same day developed and marked by the QCAA according to a commonly applied marking scheme.

The external assessment contributes a determined percentage (see specific subject guides — assessment) to the student’s overall subject result and is not privileged over summative internal assessment. APPLIED* SYLLABUS DOCUMENTS Applied* subject syllabus documents consist of a course overview and assessment. APPLIED* SUBJECTS – COURSE OVERVIEW Applied* syllabus documents are developmental four-unit courses of study. Units 1 and 2 of the course are designed to allow students to begin their engagement with the course content, i.e. the knowledge, understanding and skills of the subject. Course content, learning experiences and assessment increase in complexity across the four units as students develop greater independence as learners. Units 3 and 4 consolidate student learning. Results from assessment in Applied* subjects contribute to the award of a QCE and results from Units 3 and 4 may contribute as a single input to ATAR calculation. A course of study for Applied* syllabus documents includes core topics and elective areas for study. APPLIED* SUBJECTS – ASSESSMENT Applied* syllabus documents use four summative internal assessments from Units 3 and 4 to determine a student’s exit result. Schools should develop at least two but no more than four internal assessments for Units 1 and 2 and these assessments should provide students with opportunities to become familiar with the summative internal assessment techniques to be used for Units 3 and 4. Applied* syllabuses do not use external assessment. APPLIED* SUBJECTS – INSTRUMENT-SPECIFIC STANDARDS MATRIXES For each assessment instrument, schools develop an instrument-specific standards matrix by selecting the syllabus standards descriptors relevant to the task and the dimension/s being assessed. The matrix is shared with students and used as a tool for making judgments about the quality of students’ responses to the instrument. Schools develop assessment items to allow students to demonstrate the range of standards. ESSENTIAL ENGLISH & ESSENTIAL MATHEMATICS – COMMON INTERNAL ASSESSMENT Students complete a total of four summative internal assessments in Units 3 and 4 that count toward their overall subject result. Schools develop three of the summative internal assessments for each senior subject and the other summative assessment is a common internal assessment (CIA) developed by the QCAA.


The CIA for Essential English and Essential Mathematics is based on the learning described in Unit 3 of the respective syllabus. The CIA is:

developed by the QCAA common to all schools delivered to schools by the QCAA administered flexibly in Unit 3 administered under supervised conditions marked by the school according to a common marking scheme developed by the QCAA.

The CIA is not privileged over the other summative internal assessment. ESSENTIAL ENGLISH & ESSENTIAL MATHEMATICS – SUMMATIVE INTERNAL ASSESSMENT — INSTRUMENT-SPECIFIC STANDARDS The Essential English and Essential Mathematics syllabus documents provide instrument-specific standards for the three summative internal assessments in Units 3 and 4. The instrument-specific standards describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument. SENIOR EXTERNAL EXAMINATIONS A Senior External Examination syllabus sets out the aims, objectives, learning experiences and assessment requirements for each of these subjects. Results are based solely on students’ demonstrated achievement in examinations. Work undertaken before an examination is not assessed. The Senior External Examination is for:

low candidature subjects not otherwise offered as a General subject in Queensland students in their final year of senior schooling who are unable to access particular subjects

at their school adult students (people of any age not enrolled at a Queensland secondary school) to meet tertiary entrance or employment requirements for personal interest.

Senior External Examination results may contribute credit to the award of a QCE and contribute to ATAR calculations. For more information about the Senior External Examination, see: www.qcaa.qld.edu.au/senior/see SENIOR EXTERNAL EXAMINATION – ASSESSMENT The Senior External Examination consists of individual subject examinations that are held once each year in Term 4. Important dates and the examination timetable are published in the Senior Education Profile (SEP) calendar, available at: https://www.qcaa.qld.edu.au/senior/sep-calendar Results are based solely on students’ demonstrated achievement in the examinations. Work undertaken before an examination is not assessed. Results are reported as a mark and grade of A–E. For more information about results, see the QCE and QCIA policy and procedures handbook, Section 10.


SHORT COURSES* Short Courses* are one-unit courses of study. A Short Course* includes topics and subtopics. Results contribute to the award of a QCE. Results do not contribute to ATAR calculations. Short Courses are available in:

Literacy* Numeracy* Aboriginal and Torres Strait Islander Languages* Career Education*

SHORT COURSE* - ASSESSMENT A Short Course* uses two summative school-developed assessment items to determine a student’s exit result. Short Courses* do not use external assessment. The Short Course* syllabus provides instrument-specific standards for the two summative internal assessment items. COMPOSITE / CONCURRENT CLASSES & ALTERNATIVE SEQUENCE SYLLABUS DOCUMENTS To keep the breadth of curriculum offering in the senior years of All Souls St Gabriels School, a number of subjects will be conducted in either a composite or concurrent classroom. COMPOSITE CLASSROOM Students studying the same subject in their second last and last year of senior schooling complete the same learning objectives, same content and same assessment tasks (to different degrees of complexity) in the same room. The content structure would following an approved ‘Alternative Sequence’ supplied by the QCAA – Alternative Sequence Unit 1 (ASU1), ASU2, ASU3 then ASU4. Only 17 of the QCAA 60 General Syllabus documents have an approved ‘Alternative Sequence’ documents. At the time of printing this handbook, All Souls St Gabriels School teachers and Heads of Department were determining which subjects would be conducted using ‘Alternative Sequence’ documents. CONCURRENT CLASSROOM Students studying the same subject in their second last and last year of senior schooling complete different learning objectives, study different content and complete similar assessment tasks in the same room. The content structure will follow the standard syllabus order – Units 1&3 at the same time – Units 2&4 at the same time.


BIOLOGY Biology provides opportunities for students to engage with living systems. Students develop their understanding of cells and multicellular organisms. They engage with the concept of maintaining the internal environment. They study biodiversity and the interconnectedness of life. This knowledge is linked with the concepts of heredity and the continuity of life. Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society. They develop their sense of wonder and curiosity about life; respect for all living things and the environment; understanding of biological systems, concepts, theories and models; appreciation of how biological knowledge has developed over time and continues to develop; a sense of how biological knowledge influences society. Students plan and carry out fieldwork, laboratory and other research investigations; interpret evidence; use sound, evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge; and communicate biological understanding, findings, arguments and conclusions using appropriate representations, modes and genres. Pathways A course of study in Biology can establish a basis for further education and employment in the fields of medicine, forensics, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and sustainability. Objectives By the conclusion of the course of study, students will: describe and explain scientific concepts, theories, models and systems and their limitations apply understanding of scientific concepts, theories, models and systems within their limitations analyse evidence interpret evidence investigate phenomena evaluate processes, claims and conclusions communicate understandings, findings, arguments and conclusions.


Structure

Unit 1 Unit 2 Unit 3 Unit 4

Cells and multicellular organisms Cells as the basis of

life Multicellular

organisms

Maintaining the internal environment Homeostasis Infectious diseases

Biodiversity and the interconnectedness of life Describing

biodiversity Ecosystem dynamics

Heredity and continuity of life DNA, genes and the

continuity of life Continuity of life on

Earth Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessment items. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E). Summative assessment

Unit 3 Unit 4

Summative internal assessment 1 (IA1): Data test

10% Summative internal assessment 3 (IA3): Research investigation

20%

Summative internal assessment 2 (IA2): Student experiment

20%

Summative external assessment (EA): 50% Examination


BUILDING & CONSTRUCTION SKILLS* (B&C) Building and Construction Skills* focuses on the underpinning industry practices and construction processes required to create, maintain and repair the built environment. Students learn to meet customer expectations of quality at a specific price and time. In addition, they understand industry practices; interpret specifications, including information and drawings; safely demonstrate fundamental construction skills and apply skills and procedures with hand/power tools and equipment; communicate using oral, written and graphical modes; organise, calculate and plan construction processes; and evaluate the structures they create using predefined specifications. Students develop transferable skills by engaging in construction tasks that relate to business and industry, and that promote adaptable, competent, self-motivated and safe individuals who can work with colleagues to solve problems and complete practical work. Pathways A course of study in Building & Construction Skills* can establish a basis for further education and employment in civil, residential or commercial building and construction fields. These include roles such as bricklayer, plasterer, concreter, painter and decorator, carpenter, joiner, roof tiler, plumber, steel fixer, landscaper and electrician. Objectives By the conclusion of the course of study, students should: describe industry practices in construction tasks demonstrate fundamental construction skills interpret drawings and technical information analyse construction tasks to organise materials and resources select and apply construction skills and procedures in construction tasks use visual representations and language conventions and features to communicate for particular

purposes plan and adapt construction processes create structures from specifications evaluate industry practices, construction processes and structures, and make recommendations.


Structure The Building & Construction Skills* course is designed around core and elective topics.

Core topics Elective topics

Industry practices Construction processes

Carpentry plus at least two other electives: Bricklaying Concreting Landscaping Plastering and painting Tiling.

Assessment For Building and Construction Skills*, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least two projects at least one practical demonstration (separate to the assessable component of a project).

Project Practical demonstration Examination

A response to a single task, situation and/or scenario.

A task that assesses the practical application of a specific set of teacher-identified production skills and procedures.

A response that answers a number of provided questions, scenarios and/or problems.

A project consists of a product component and at least one of the following components: written: 500–900 words spoken: 2½–3½ minutes multimodal

o non-presentation: 8 A4 pages max (or equivalent)

o presentation: 3–6 minutes product: continous class time.

Students demonstrate production skills and procedures in class under teacher supervision.

60–90 minutes 50–250 words per item


CAREERS AND DEVELOPMENT* (CAD) This is a compulsory subject at All Sous St Gabriels School. Students cover a range of personal growth and career development units. Students start their Senior Education and Training (SET) Plan in Year 10 and then use CAD time in their senior years to review this plan. Basic course structure: Unit 1: Beginning the senior phase of learning Unit 2: Designing your future Unit 3: Skills for success after school. The aim is to engage students in learning that develops positive attitudes and values about being an active lifelong participant in managing their career. The personal growth units are designed to assist students to: Increasingly accept greater responsibility for their learning Develop and maintain positive relationships in life and work Develop constructive behaviours that maintain a positive self-concept Participate in leadership activities Participate in community service activities Make significant decisions about their future pathways to further education, training and

employment. Develop a range of skills that are required for work and further education and training, such as

planning, organising, thinking flexibly, communicating well and working in teams. Be flexible and persistent learners, appreciating the need for lifelong learning. CERTIFICATE II AGRICULTURE* This course availability is subject to demand and to availability of physical and human resources. At the time of publishing this document, the School is negotiating with Registered Training Organisations to conduct this course. What Career Direction Will This Course Provide? The course would suit students seeking entry level knowledge and skills in a wide range of rural occupations. The course can be used as a basis for a formal course of study or to foster an interest in home gardening or farm and property agriculture. What Practical Activities Could Be Provided? Students could expect to first complete a safety unit, providing knowledge essential to safe work practices in any hands-on activity. Students could then prepare a site and take soil or water tests as required to successfully grow a wide range of crops, fodder or trees. Safe application of chemicals and fertilisers, land care and conservation issues and water conservation and distribution could be included. What Written And Theory Work Is Required? Each unit has a work book or written test/s, also a journal or log book kept by the student with calculations and illustrations shows the interpretation and application of subject material. What Is The Course Outcome? Students who complete all the course requirements may be eligible for recognition of competency or accelerated progress in any formal training program they may subsequently undertake.


CERTIFICATE III FITNESS* At the time of publishing this document, the School has a recommended online provider for the theory component of this course. The practical component is also administered by this provider. This qualification reflects the role of instructors who perform a range of activities and functions within the fitness industry. Successful completion of Certificate III in Fitness contributes eight (8) credits towards a student’s QCE. Future pathways may include jobs providing exercise instruction for group or gym programs within locations such as gyms, fitness facilities and community facilities. A range of career pathway options including an alternative entry into university can also exist, including exercise physiologist, Physical Education teacher and sports scientist. While there are no specific prerequisite requirements for choosing this subject the following skills and interests will be beneficial: sound level of achievement in English, Science and Physical Education; language, Literacy and Numeracy skills to be able to understand content; and a high capacity and interest in physical activity is essential. Some of the skills and knowledge that are developed in the course include being able to: identify clients’ fitness requirements and advice on facilities and services; develop basic fitness programs for fitness industry clients; provide the applied exercise science required for fitness instructors; educate clients on the application of basic anatomy and physiology and understand the

functional significance of these structures in relation to movement and exercise; provide basic nutritional information and advice to fitness industry clients, who have no dietary

or nutritional concerns; and instruct and supervise clients in fitness using basic fitness industry equipment. Assessment Workbooks Assignments Oral questions Observation in simulated work place Practical Assessment Structured Work Placement (in students own time) Out of Class/Prep Expectations Online class sessions allow students the opportunity to study this course in addition to their full school load without missing the chance to compete any particular school subject because of timetable constraints. It is also expected that students will also allocate time outside of school-time each week to review concepts, complete additional reading and preparation for assessment tasks. There will also be times where students are required to participate in practical assessment outside of school-time (eg: individual client training sessions or group sessions). Service Agreement This is a two-year course. The RTO will provide each student with every opportunity to complete the certificate in this time. Late entry students to this course must catch up the units missed in order to complete the certificate. Those students who do not complete the Certificate but achieve at least one unit will receive a Statement of Attainment. This information is correct at time of publication but subject to change.


CHEMISTRY Chemistry is the study of materials and their properties and structure. Students study atomic theory, chemical bonding, and the structure and properties of elements and compounds. They explore intermolecular forces, gases, aqueous solutions, acidity and rates of reaction. They study equilibrium processes and redox reactions. They explore organic chemistry, synthesis and design to examine the characteristic chemical properties and chemical reactions displayed by different classes of organic compounds. Students develop their appreciation of chemistry and its usefulness; understanding of chemical theories, models and chemical systems; expertise in conducting scientific investigations. They critically evaluate and debate scientific arguments and claims in order to solve problems and generate informed, responsible and ethical conclusions, and communicate chemical understanding and findings through the use of appropriate representations, language and nomenclature. Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society. Pathways A course of study in Chemistry can establish a basis for further education and employment in the fields of forensic science, environmental science, engineering, medicine, pharmacy and sports science. Objectives By the conclusion of the course of study, students will: describe and explain scientific concepts, theories, models and systems and their limitations apply understanding of scientific concepts, theories, models and systems within their limitations analyse evidence interpret evidence investigate phenomena evaluate processes, claims and conclusions communicate understandings, findings, arguments and conclusions.


Structure


Chemical fundamentals — structure, properties and reactions Properties and

structure of atoms Properties and

structure of materials Chemical reactions —

reactants, products and energy change

Molecular interactions and reactions Intermolecular forces

and gases Aqueous solutions

and acidity Rates of chemical

reactions

Equilibrium, acids and redox reactions Chemical equilibrium

systems Oxidation and

reduction

Structure, synthesis and design Properties and

structure of organic materials

Chemical synthesis and design

Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessment items. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E). Summative assessment

Unit 3 Unit 4



20%


20%



DRAMA Drama fosters creative and expressive communication. It interrogates the human experience by investigating, communicating and embodying stories, experiences, emotions and ideas that reflect the human experience. It engages students in imaginative meaning-making processes and involves them using a range of artistic skills as they make and respond to dramatic works. Students experience, reflect on, understand, communicate, collaborate and appreciate different perspectives of themselves, others and the world in which they live. They learn about the dramatic languages and how these contribute to the creation, interpretation and critique of dramatic action and meaning for a range of purposes. They study a range of forms, styles and their conventions in a variety of inherited traditions, current practice and emerging trends, including those from different cultures and contexts. Students learn how to engage with dramatic works as both artists and audience through the use of critical literacies. The study of drama develops students’ knowledge, skills and understanding in the making of and responding to dramatic works to help them realise their creative and expressive potential as individuals. Students learn to pose and solve problems, and work independently and collaboratively. Pathways A course of study in Drama can establish a basis for further education and employment in the field of drama, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research and science and technology. Objectives By the conclusion of the course of study, students will: demonstrate an understanding of dramatic languages apply literacy skills apply and structure dramatic languages analyse how dramatic languages are used to create dramatic action and meaning interpret purpose, context and text to communicate dramatic meaning manipulate dramatic languages to create dramatic action and meaning evaluate and justify the use of dramatic languages to communicate dramatic meaning synthesise and argue a position about dramatic action and meaning.


Structure


Share How does drama promote shared understandings of the human experience? cultural inheritances

of storytelling oral history and

emerging practices a range of linear and

non-linear forms

Reflect How is drama shaped to reflect lived experience? Realism, including

Magical Realism, Australian Gothic

associated conventions of styles and texts

Challenge How can we use drama to challenge our understanding of humanity? Theatre of Social

Comment, including Theatre of the Absurd and Epic Theatre

associated conventions of styles and texts

Transform How can you transform dramatic practice? Contemporary

performance associated

conventions of styles and texts

inherited texts as stimulus


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Performance

20% Summative internal assessment 3 (IA3): Project — practice-led project

35%

Summative internal assessment 2 (IA2): Project — dramatic concept

20%

Summative external assessment (EA): 25% Examination — extended response


ECONOMICS Economics encourages students to think deeply about the global challenges facing individuals, business and government, including how to allocate and distribute scarce resources to maximise well-being. Students develop knowledge and cognitive skills to comprehend, apply analytical processes and use economic knowledge. They examine data and information to determine validity, and consider economic policies from various perspectives. They use economic models and analytical tools to investigate and evaluate outcomes to draw conclusions. Students study opportunity costs, economic models and the market forces of demand and supply. They dissect and interpret the complex nature of international economic relationships and the dynamics of Australia’s place in the global economy. They develop intellectual flexibility, digital literacy and economic thinking skills. Pathways A course of study in Economics can establish a basis for further education and employment in the fields of economics, econometrics, management, data analytics, business, accounting, finance, actuarial science, law and political science. Economics is an excellent complement for students who want to solve real-world science or environmental problems and participate in government policy debates. It provides a competitive advantage for career options where students are aiming for management roles and developing their entrepreneurial skills to create business opportunities as agents of innovation. Objectives By the conclusion of the course of study, students will: comprehend economic concepts, principles and models select data and economic information from sources analyse economic issues evaluate economic outcomes create responses that communicate economic meaning.


Structure


Markets and models The basic economic

problem Economic flows Market forces

Modified markets Markets and

efficiency Case options of

market measures and strategies

International economics The global economy International

economic issues

Contemporary macroeconomics Macroeconomic

objectives and theory Economic

management Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessment items. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E). Summative assessment

Unit 3 Unit 4

Summative internal assessment 1 (IA1): Examination — combination response

25% Summative internal assessment 3 (IA3): Examination — extended response

to stimulus

25%

Summative internal assessment 2 (IA2): Investigation — research report

25% Summative external assessment (EA): Examination — combination

response

25%


ENGLISH English focuses on the study of both literary texts and non-literary texts, developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, analyse perspectives and evidence, and challenge ideas and interpretations through the analysis and creation of varied texts. Students are offered opportunities to interpret and create texts for personal, cultural, social and aesthetic purposes. They learn how language varies according to context, purpose and audience, content, modes and mediums, and how to use it appropriately and effectively for a variety of purposes. Students have opportunities to engage with diverse texts to help them develop a sense of themselves, their world and their place in it. Students communicate effectively in Standard Australian English for the purposes of responding to and creating texts. They make choices about generic structures, language, textual features and technologies for participating actively in literary analysis and the creation of texts in a range of modes, mediums and forms, for a variety of purposes and audiences. They explore how literary and non-literary texts shape perceptions of the world, and consider ways in which texts may reflect or challenge social and cultural ways of thinking and influence audiences. Pathways A course of study in English promotes open-mindedness, imagination, critical awareness and intellectual flexibility – skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts. Objectives By the conclusion of the course of study, students will: use patterns and conventions of genres to achieve particular purposes in cultural contexts and

social situations establish and maintain roles of the writer/speaker/signer/designer and relationships with

audiences create and analyse perspectives and representations of concepts, identities, times and places make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin

texts and invite audiences to take up positions use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts select and synthesise subject matter to support perspectives organise and sequence subject matter to achieve particular purposes use cohesive devices to emphasise ideas and connect parts of texts make language choices for particular purposes and contexts use grammar and language structures for particular purposes use mode-appropriate features to achieve particular purposes.


Structure


Perspectives and texts Examining and

creating perspectives in texts

Responding to a variety of non-literary and literary texts

Creating responses for public audiences and persuasive texts

Texts and culture Examining and

shaping representations of culture in texts

Responding to literary and non-literary texts, including a focus on Australian texts

Creating imaginative and analytical texts

Textual connections Exploring

connections between texts

Examining different perspectives of the same issue in texts and shaping own perspectives

Creating responses for public audiences and persuasive texts

Close study of literary texts Engaging with

literary texts from diverse times and places

Responding to literary texts creatively and critically

Creating imaginative and analytical texts


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Extended response — written response

for a public audience

25% Summative internal assessment 3 (IA3): Extended response — imaginative

written response

25%

Summative internal assessment 2 (IA2): Extended response — persuasive spoken

response

25% Summative external assessment (EA): Examination — analytical written

response

25%


ESSENTIAL ENGLISH* Essential English develops and refines students’ understanding of language, literature and literacy to enable them to interact confidently and effectively with others in everyday, community and social contexts. Students recognise language and texts as relevant in their lives now and in the future and learn to understand, accept or challenge the values and attitudes in these texts. Students engage with language and texts to foster skills to communicate confidently and effectively in Standard Australian English in a variety of contemporary contexts and social situations, including everyday, social, community, further education and work-related contexts. They choose generic structures, language, language features and technologies to best convey meaning. They develop skills to read for meaning and purpose, and to use, critique and appreciate a range of contemporary literary and non-literary texts. Students use language effectively to produce texts for a variety of purposes and audiences and engage creative and imaginative thinking to explore their own world and the worlds of others. They actively and critically interact with a range of texts, developing an awareness of how the language they engage with positions them and others. Pathways A course of study in Essential English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts. Objectives By the conclusion of the course of study, students will: use patterns and conventions of genres to achieve particular purposes in cultural contexts and

social situations use appropriate roles and relationships with audiences construct and explain representations of identities, places, events and concepts make use of and explain the ways cultural assumptions, attitudes, values and beliefs underpin

texts and influence meaning explain how language features and text structures shape meaning and invite particular

responses select and use subject matter to support perspectives sequence subject matter and use mode-appropriate cohesive devices to construct coherent texts make mode-appropriate language choices according to register informed by purpose, audience

and context use language features to achieve particular purposes across modes.


Structure


Language that works Responding to a

variety of texts used in and developed for a work context

Creating multimodal and written texts

Texts and human experiences Responding to

reflective and nonfiction texts that explore human experiences

Creating spoken and written texts

Language that influences Creating and shaping

perspectives on community, local and global issues in texts

Responding to texts that seek to influence audiences

Representations and popular culture texts Responding to

popular culture texts Creating

representations of Australian identifies, places, events and concepts

Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessment items. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA. Summative assessment

Unit 3 Unit 4

Summative internal assessment 1 (IA1): Extended response — spoken/signed response

Summative internal assessment 3 (IA3): Extended response — Multimodal response

Summative internal assessment 2 (IA2): Common internal assessment (CIA)

Summative internal assessment (IA4): Extended response — Written response


ESSENTIAL MATHEMATICS* Essential Mathematics is a subject only offered to students who don’t require a higher level mathematics for their career choice and have experienced difficulty in Mathematics previously. Entry will be determined by subject availability, demand, Year 10 performance and discussion with teaching staff. It should be noted that this subject will not be recognised by universities for tertiary entrance, and that most trades (e.g. electrician) prefer General Mathematics or higher, so students may be better advised to study General Mathematics. It is strongly recommended that students research the prerequisites for their chosen field. Essential Mathematics’ major domains are Number, Data, Location and time, Measurement and Finance. Essential Mathematics benefits students because they develop skills that go beyond the traditional ideas of numeracy. Students develop their conceptual understanding when they undertake tasks that require them to connect mathematical concepts, operations and relations. They learn to recognise definitions, rules and facts from everyday mathematics and data, and to calculate using appropriate mathematical processes. Students interpret and use mathematics to make informed predictions and decisions about personal and financial priorities. This is achieved through an emphasis on estimation, problem-solving and reasoning, which develops students into thinking citizens. Pathways A course of study in Essential Mathematics can establish a basis for further education and employment in the fields of trade, industry, business and community services. Students learn within a practical context related to general employment and successful participation in society, drawing on the mathematics used by various professional and industry groups. Objectives By the conclusion of the course of study, students will: select, recall and use facts, rules, definitions and procedures drawn from Number, Data,

Location and time, Measurement and Finance comprehend mathematical concepts and techniques drawn from Number, Data, Location and

time, Measurement and Finance communicate using mathematical, statistical and everyday language and conventions evaluate the reasonableness of solutions justify procedures and decisions by explaining mathematical reasoning solve problems by applying mathematical concepts and techniques drawn from Number, Data,

Location and time, Measurement and Finance.


Structure


Number, data and graphs Fundamental topic:

Calculations Number Representing data Graphs

Money, travel and data Fundamental topic:

Calculations Managing money Time and motion Data collection

Measurement, scales and data Fundamental topic:

Calculations Measurement Scales, plans and

models Summarising and

comparing data

Graphs, chance and loans Fundamental topic:

Calculations Bivariate graphs Probability and

relative frequencies Loans and compound

interest Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA. Summative assessment

Unit 3 Unit 4

Summative internal assessment 1 (IA1): Problem-solving and modelling task


Summative internal assessment 2 (IA2): Common internal assessment (CIA)

Summative internal assessment (IA4): Examination


FOOD & NUTRITION Food & Nutrition is the study of food in the context of food science, nutrition and food technologies, considering overarching concepts of waste management, sustainability and food protection. Students explore the chemical and functional properties of nutrients to create food solutions that maintain the beneficial nutritive values. This knowledge is fundamental for continued development of a safe and sustainable food system that can produce high quality, nutritious solutions with an extended shelf life. Their studies of the food system include the sectors of production, processing, distribution, consumption, research and development. Students actively engage in a food and nutrition problem-solving process to create food solutions that contribute positively to preferred personal, social, ethical, economic, environmental, legal, sustainable and technological futures. Pathways A course of study in Food & Nutrition can establish a basis for further education and employment in the fields of science, technology, engineering and health. Objectives By the conclusion of the course of study, students will: recognise and describe food and nutrition facts and principles explain food and nutrition ideas and problems analyse problems, information and data determine solution requirements and criteria synthesise information and data to develop ideas for solutions generate solutions to provide data to determine the feasibility of the solution evaluate and refine ideas and solutions to make justified recommendations for enhancement make decisions about and use mode-appropriate features, language and conventions for

particular purposes and contexts.


Structure


Food science of vitamins, minerals and protein Introduction to the

food system Vitamins and

minerals Protein Developing food

solutions

Food drivers and emerging trends Consumer food

drivers Sensory profiling Labelling and food

safety Food formulation for

consumer markets

Food science of carbohydrate and fat The food system Carbohydrate Fat Developing food

solutions

Food solution development for nutrition consumer markets Formulation and

reformulation for nutrition consumer markets

Food development process


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Examination

20% Summative internal assessment 3 (IA3): Project — folio

30%

Summative internal assessment 2 (IA2): Project — folio

25% Summative external assessment (EA): Examination

25%


GENERAL MATHEMATICS General Mathematics’ major domains are Number and algebra, Measurement and geometry, Statistics, and Networks and matrices, building on the content of the P–10 Australian Curriculum. General Mathematics is designed for students who want to extend their mathematical skills beyond Year 10 but whose future studies or employment pathways do not require calculus. Students build on and develop key mathematical ideas, including rates and percentages, concepts from financial mathematics, linear and non-linear expressions, sequences, the use of matrices and networks to model and solve authentic problems, the use of trigonometry to find solutions to practical problems, and the exploration of real-world phenomena in statistics. Students engage in a practical approach that equips learners for their needs as future citizens. They learn to ask appropriate questions, map out pathways, reason about complex solutions, set up models and communicate in different forms. They experience the relevance of mathematics to their daily lives, communities and cultural backgrounds. They develop the ability to understand, analyse and take action regarding social issues in their world. Pathways A course of study in General Mathematics can establish a basis for further education and employment in the fields of business, commerce, education, finance, IT, social science and the arts. Objectives By the conclusion of the course of study, students will: select, recall and use facts, rules, definitions and procedures drawn from Number and algebra,

Measurement and geometry, Statistics, and Networks and matrices comprehend mathematical concepts and techniques drawn from Number and algebra,

Measurement and geometry, Statistics, and Networks and matrices communicate using mathematical, statistical and everyday language and conventions evaluate the reasonableness of solutions justify procedures and decisions by explaining mathematical reasoning solve problems by applying mathematical concepts and techniques drawn from Number and

algebra, Measurement and geometry, Statistics, and Networks and matrices.


Structure


Money, measurement and relations Consumer arithmetic Shape and

measurement Linear equations and

their graphs

Applied trigonometry, algebra, matrices and univariate data Applications of

trigonometry Algebra and matrices Univariate data

analysis

Bivariate data, sequences and change, and Earth geometry Bivariate data

analysis Time series analysis Growth and decay in

sequences Earth geometry and

time zones

Investing and networking Loans, investments

and annuities Graphs and networks Networks and

decision mathematics


Unit 3 Unit 4

Summative internal assessment 1 (IA1):

Problem-solving and modelling task

20% Summative internal assessment 3 (IA3):

Examination

15%

Summative internal assessment 2 (IA2):

Examination

15%

Summative external assessment (EA): 50%

Examination


HOSPITALITY PRACTICES* Hospitality Practices develops knowledge, understanding and skills about the hospitality industry and emphasises the food and beverage sector, which includes food and beverage production and service. Students develop an understanding of hospitality and the structure, scope and operation of related activities in the food and beverage sector and examine and evaluate industry practices from the food and beverage sector. Students develop skills in food and beverage production and service. They work as individuals and as part of teams to plan and implement events in a hospitality context. Events provide opportunities for students to participate in and produce food and beverage products and perform service for customers in real-world hospitality contexts. Pathways A course of study in Hospitality Practices can establish a basis for further education and employment in the hospitality sectors of food and beverage, catering, accommodation and entertainment. Students could pursue further studies in hospitality, hotel, event and tourism or business management, which allows for specialisation. Objectives By the conclusion of the course of study, students should: explain concepts and ideas from the food and beverage sector describe procedures in hospitality contexts from the food and beverage sector examine concepts and ideas and procedures related to industry practices from the food and

beverage sector apply concepts and ideas and procedures when making decisions to produce products and

perform services for customers use language conventions and features to communicate ideas and information for specific

purposes. plan, implement and justify decisions for events in hospitality contexts critique plans for, and implementation of, events in hospitality contexts evaluate industry practices from the food and beverage sector.


Structure The Hospitality Practices course is designed around core topics embedded in a minimum of two elective topics.


Navigating the hospitality industry Working effectively with others Hospitality in practice

Kitchen operations Beverage operations and service Food and beverage service

Assessment For Hospitality Practices, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least two projects at least one investigation or an extended response.

Project Investigation Extended response Examination


A response that includes locating and using information beyond students’ own knowledge and the data they have been given.

A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.


A project consists of a product and performance component and one other component from the following: written: 500–900

words spoken: 2½–3½

minutes multimodal: 3–6

minutes product and

performance: continuous class time

Presented in one of the following modes: written: 600–1000

words spoken: 3–4 minutes multimodal: 4–7

minutes.



minutes.

60–90 minutes 50–250 words per

item


INFORMATION & COMMUNICATION TECHNOLOGIES* (ICT) Information & Communication Technology (ICT) focuses on the knowledge, understanding and skills related to engagement with information and communication technology through a variety of elective contexts derived from work, study and leisure environments of today. Students are equipped with knowledge of current and emerging hardware and software combinations, an understanding of how to apply them in real-world contexts and the skills to use them to solve technical and/or creative problems. They develop knowledge, understanding and skills across multiple platforms and operating systems, and are ethical and responsible users and advocates of ICT, aware of the social, environmental and legal impacts of their actions. Students apply their knowledge of ICT to produce solutions to simulated problems referenced to business, industry, government, education and leisure contexts. Pathways A course of study in Information and Communication Technology can establish a basis for further education and employment in many fields, especially the fields of ICT operations, help desk, sales support, digital media support, office administration, records and data management, and call centres. Objectives By the conclusion of the course of study, students should: identify and explain hardware and software requirements related to ICT problems identify and explain the use of ICT in society analyse ICT problems to identify solutions communicate ICT information to audiences using visual representations and language

conventions and features apply software and hardware concepts, ideas and skills to complete tasks in ICT contexts synthesise ICT concepts and ideas to plan solutions to given ICT problems produce solutions that address ICT problems evaluate problem-solving processes and solutions, and make recommendations.


Structure The Information & Communication Technology course is designed around: core topics integrated into modules of work using a problem-solving process three or more elective contexts.

Core topics Elective contexts

Hardware Software ICT in society

Animation Application development Audio and video production Data management Digital imaging and modelling Document production

Network fundamentals Online communication Website production

Assessment For Information & Communication Technology, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least two projects at least one extended response.

Project Extended response

A response to a single task, situation and/or scenario. A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.

A project consists of a product component and at least one of the following components:

written: 500–900 words

spoken: 2½–3½ minutes

multimodal: 3–6 minutes

product: continuous class time.

Presented in one of the following modes:

written: 600–1000 words

spoken: 3–4 minutes

multimodal: 4–7 minutes.


MATHEMATICAL METHODS Mathematical Methods’ major domains are Algebra, Functions, relations and their graphs, Calculus and Statistics. Mathematical Methods enables students to see the connections between mathematics and other areas of the curriculum and apply their mathematical skills to real-world problems, becoming critical thinkers, innovators and problem-solvers. Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, and build on algebra, functions and their graphs, and probability from the P–10 Australian Curriculum. Calculus is essential for developing an understanding of the physical world. The domain Statistics is used to describe and analyse phenomena involving uncertainty and variation. Both are the basis for developing effective models of the world and solving complex and abstract mathematical problems. Students develop the ability to translate written, numerical, algebraic, symbolic and graphical information from one representation to another. They make complex use of factual knowledge to successfully formulate, represent and solve mathematical problems. Pathways A course of study in Mathematical Methods can establish a basis for further education and employment in the fields of natural and physical sciences (especially physics and chemistry), mathematics and science education, medical and health sciences (including human biology, biomedical science, nanoscience and forensics), engineering (including chemical, civil, electrical and mechanical engineering, avionics, communications and mining), computer science (including electronics and software design), psychology and business. Objectives By the conclusion of the course of study, students will: select, recall and use facts, rules, definitions and procedures drawn from Algebra, Functions,

relations and their graphs, Calculus and Statistics comprehend mathematical concepts and techniques drawn from Algebra, Functions, relations

and their graphs, Calculus and Statistics communicate using mathematical, statistical and everyday language and conventions evaluate the reasonableness of solutions justify procedures and decisions by explaining mathematical reasoning solve problems by applying mathematical concepts and techniques drawn from Algebra,

Functions, relations and their graphs, Calculus and Statistics.


Structure


Algebra, statistics and functions Arithmetic and

geometric sequences and series 1

Functions and graphs Counting and

probability Exponential

functions 1 Arithmetic and

geometric sequences

Calculus and further functions Exponential

functions 2 The logarithmic

function 1 Trigonometric

functions 1 Introduction to

differential calculus Further

differentiation and applications 1

Discrete random variables 1

Further calculus The logarithmic

function 2 Further


Integrals

Further functions and statistics Further


Trigonometric functions 2

Discrete random variables 2

Continuous random variables and the normal distribution

Interval estimates for proportions


Unit 3 Unit 4


20% Summative internal assessment 3 (IA3): Examination

15%


15%



MODERN HISTORY Modern History provides opportunities for students to gain historical knowledge and understanding about some of the main forces that have contributed to the development of the Modern World and to think historically and form a historical consciousness in relation to these same forces. Modern History enables students to empathise with others and make meaningful connections between the past, present and possible futures. Students learn that the past is contestable and tentative. Through inquiry into ideas, movements, national experiences and international experiences they discover how the past consists of various perspectives and interpretations. Students gain a range of transferable skills that will help them become empathetic and critically-literate citizens who are equipped to embrace a multicultural, pluralistic, inclusive, democratic, compassionate and sustainable future. Pathways A course of study in Modern History can establish a basis for further education and employment in the fields of history, education, psychology, sociology, law, business, economics, politics, journalism, the media, writing, academia and strategic analysis. Objectives By the conclusion of the course of study, students will: comprehend terms, issues and concepts devise historical questions and conduct research analyse historical sources and evidence synthesise information from historical sources and evidence evaluate historical interpretations create responses that communicate meaning. Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessment items. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E). Summative assessment

Unit 3 Unit 4

Summative internal assessment 1 (IA1): Examination — essay in response to

historical sources

25% Summative internal assessment 3 (IA3): Investigation — historical essay based on

research

25%

Summative internal assessment 2 (IA2): Independent source investigation

25% Summative external assessment (EA): Examination — short responses to

historical sources

25%


Structure


Ideas in the modern world Australian Frontier

Wars 1788–1930s

Age of Enlightenment 1750s–1789

Industrial Revolution 1760s–1890s

American Revolution 1763–1783

French Revolution 1789–1799

Age of Imperialism 1848–1914

Meiji Restoration 1868–1912

Movements in the modern world Australian

Indigenous rights movement since 1967

Independence movement in India 1857–1947

Workers’ movement since the 1860s

Women’s movement since 1893

May Fourth Movement in China, 1919

Independence movement in Algeria 1945–1962

National experiences in the modern world Australia

1914–1949 England

1707–1837 France

1799–1815 New Zealand

1841–1934 Germany

1914–1945 United States of

America 1917–1945

Soviet Union 1920s–1945

Japan 1931–1967

China 1931–1976

Indonesia 1942–1975

India 1947–1974

Israel 1948–1993

International experiences in the modern world Australian engagement

with Asia since 1945 Search for collective

peace and security since 1815

Trade and commerce between nations since 1833

Mass migrations since 1848

Information Age since 1936

Genocides and ethnic cleansings since 1941

Nuclear Age since 1945 Cold War, 1945–1991

Boxer Rebellion, 1900–1901

Russian Revolution, 1905–1920s

Xinhai Revolution, 1911–1912

Iranian Revolution, 1977–1979

Arab Spring since 2010

Alternative topic for Unit 1

Independence movement in Vietnam, 1945–1975

Anti-apartheid movement in South Africa, 1948–1991

African-American civil rights movement, 1954–1968

Environmental movement since the 1960s

LGBTIQ civil rights movement since 1969

Pro-democracy movement in Myanmar (Burma) since 1988

Alternative topic for Unit 2

South Korea 1948–1972

Struggle for peace in the Middle East since 1948

Cultural globalisation since 1956

Space exploration since 1957

Rights and recognition of First Peoples since 1982

Terrorism, anti-terrorism and counter-terrorism since 1984


MUSIC Music fosters creative and expressive communication. It allows students to develop musicianship through making (composition and performance) and responding (musicology). Through composition, performance and musicology, students use and apply music elements and concepts. They apply their knowledge and understanding to convey meaning and/or emotion to an audience. Students use essential literacy skills to engage in a multimodal world. They demonstrate practical music skills, and analyse and evaluate music in a variety of contexts, styles and genres. Pathways A course of study in Music can establish a basis for further education and employment in the fields of arts administration, communication, education, creative industries, public relations and science and technology. Objectives By the conclusion of the course of study, students will: demonstrate technical skills explain music elements and concepts use music elements and concepts analyse music apply compositional devices apply literacy skills interpret music elements and concepts evaluate music to justify the use of music elements and concepts realise music ideas resolve music ideas.


Structure


Designs Through inquiry learning, the following is explored: How does the treatment and combination of different music elements enable musicians to design music that communicates meaning through performance and composition?

Identities Through inquiry learning, the following is explored: How do musicians use their understanding of music elements, concepts and practices to communicate cultural, political, social and personal identities when performing, composing and responding to music?

Innovations Through inquiry learning, the following is explored: How do musicians incorporate innovative music practices to communicate meaning when performing and composing?

Narratives Through inquiry learning, the following is explored: How do musicians manipulate music elements to communicate narrative when performing, composing and responding to music?


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Performance

20% Summative internal assessment 3 (IA3): Integrated project

35%

Summative internal assessment 2 (IA2): Composition

20%



MUSIC EXTENSION (COMPOSITION) Music Extension (Composition) is an extension of the Music General senior syllabus. It provides an opportunity for students with specific abilities in music to extend their expertise. Students select one specialisation only, and follow an individual program of study designed to continue the development of refined musicianship skills. Music Extension encourages students to investigate music concepts and ideas relevant to their specialisation. In the Composition specialisation (making), students create and resolve new music works. They demonstrate use of music concepts and manipulate music concepts to express meaning and/or emotion to an audience through resolved compositions. Pathways A course of study in Music Extension can establish a basis for further education and employment in the fields of arts administration, communication, education, creative industries, public relations and science and technology. Objectives By the conclusion of the course of study, students will: apply literary skills evaluate music and ideas about music examine music and ideas about music express meaning, emotion or ideas about music apply compositional devices manipulate music elements and concepts resolve music ideas.


Structure

Unit 3 Unit 4

Explore Key idea 1: Initiate best practice Key idea 2: Consolidate best practice

Emerge Key idea 3: Independent best practice

Assessment In Units 3 and 4 students complete four summative assessment items. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E). Summative assessment

Unit 3 Unit 4

Summative internal assessment 1 (IA1): Composition 1

20% Summative internal assessment 3 (IA3): Composition project

35%

Summative internal assessment 2 (IA2): Composition 2

20%

Summative external assessment (EA): 25%

Examination – extended response


MUSIC EXTENSION (MUSICOLOGY) Music Extension (Musicology) is an extension of the Music General senior syllabus. It provides an opportunity for students with specific abilities in music to extend their expertise. Students select one specialisation only, and follow an individual program of study designed to continue the development of refined musicianship skills. Music Extension encourages students to investigate music concepts and ideas relevant to their specialisation. In the Musicology specialisation (responding), students investigate and analyse music works and ideas. They synthesise analytical information about music, and document sources and references about music to support research. Pathways A course of study in Music Extension can establish a basis for further education and employment in the fields of arts administration, communication, education, creative industries, public relations and science and technology. Objectives By the conclusion of the course of study, students will: apply literary skills evaluate music and ideas about music examine music and ideas about music express meaning, emotion or ideas about music analyse music investigate music synthesise information.


Structure

Unit 3 Unit 4




Unit 3 Unit 4

Summative internal assessment 1 (IA1): Investigation 1

20% Summative internal assessment 3 (IA3): Musicology project

35%


20%



MUSIC EXTENSION (PERFORMANCE) Music Extension (Performance) is an extension of the Music General senior syllabus. It provides an opportunity for students with specific abilities in music to extend their expertise. Students select one specialisation only, and follow an individual program of study designed to continue the development of refined musicianship skills. Music Extension encourages students to investigate music concepts and ideas relevant to their specialisation. In the Performance specialisation (making), students realise music works, demonstrating technical skills and understanding. They make decisions about music, interpret music elements and concepts, and express music ideas to realise their performances. Pathways A course of study in Music Extension can establish a basis for further education and employment in the fields of arts administration, communication, education, creative industries, public relations and science and technology. Objectives By the conclusion of the course of study, students will: apply literary skills evaluate music and ideas about music examine music and ideas about music express meaning, emotion or ideas about music apply technical skills interpret music elements and concepts realise music ideas.


Structure

Unit 3 Unit 4




Unit 3 Unit 4


20% Summative internal assessment 3 (IA3): Performance project

35%


20%



PHYSICAL EDUCATION Physical Education provides students with knowledge, understanding and skills to explore and enhance their own and others’ health and physical activity in diverse and changing contexts. Physical Education provides a philosophical and educative framework to promote deep learning in three dimensions: about, through and in physical activity contexts. Students optimise their engagement and performance in physical activity as they develop an understanding and appreciation of the interconnectedness of these dimensions. Students learn how body and movement concepts and the scientific bases of biophysical, / sociocultural and psychological concepts and principles are relevant to their engagement and performance in physical activity. They engage in a range of activities to develop movement sequences and movement strategies. Students learn experientially through three stages of an inquiry approach to make connections between the scientific bases and the physical activity contexts. They recognise and explain concepts and principles about and through movement, and demonstrate and apply body and movement concepts to movement sequences and movement strategies. Through their purposeful engagement in physical activities, students gather data to analyse, synthesise and devise strategies to optimise engagement and performance. They engage in reflective decision-making as they evaluate and justify strategies to achieve a particular outcome. Pathways A course of study in Physical Education can establish a basis for further education and employment in the fields of exercise science, biomechanics, the allied health professions, psychology, teaching, sport journalism, sport marketing and management, sport promotion, sport development and coaching. Objectives By the conclusion of the course of study, students will: recognise and explain concepts and principles about movement demonstrate specialised movement sequences and movement strategies apply concepts to specialised movement sequences and movement strategies analyse and synthesise data to devise strategies about movement evaluate strategies about and in movement justify strategies about and in movement make decisions about and use language, conventions and mode-appropriate features for

particular purposes and contexts.


Structure


Motor learning, functional anatomy, biomechanics and physical activity Motor learning

integrated with a selected physical activity

Functional anatomy and biomechanics integrated with a selected physical activity

Sport psychology, equity and physical activity Sport psychology

integrated with a selected physical activity

Equity — barriers and enablers

Tactical awareness, ethics and integrity and physical activity Tactical awareness

integrated with one selected ‘Invasion’ or ‘Net and court’ physical activity

Ethics and integrity

Energy, fitness and training and physical activity Energy, fitness and

training integrated with one selected ‘Invasion’, ‘Net and court’ or ‘Performance’ physical activity


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Project — folio

25% Summative internal assessment 3 (IA3): Project — folio

30%

Summative internal assessment 2 (IA2): Investigation — report

20% Summative external assessment (EA): Examination — combination response

25%


PHYSICS Physics provides opportunities for students to engage with classical and modern understandings of the universe. Students learn about the fundamental concepts of thermodynamics, electricity and nuclear processes; and about the concepts and theories that predict and describe the linear motion of objects. Further, they explore how scientists explain some phenomena using an understanding of waves. They engage with the concept of gravitational and electromagnetic fields, and the relevant forces associated with them. They study modern physics theories and models that, despite being counterintuitive, are fundamental to our understanding of many common observable phenomena. Students develop appreciation of the contribution physics makes to society: understanding that diverse natural phenomena may be explained, analysed and predicted using concepts, models and theories that provide a reliable basis for action; and that natter and energy interact in physical systems across a range of scales. They understand how models and theories are refined, and new ones developed in physics; investigate phenomena and solve problems; collect and analyse data; and interpret evidence. Students use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to evaluate claims; and communicate physics understanding, findings, arguments and conclusions using appropriate representations, modes and genres. Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society. Pathways A course of study in Physics can establish a basis for further education and employment in the fields of science, engineering, medicine and technology. Objectives By the conclusion of the course of study, students will: describe and explain scientific concepts, theories, models and systems and their limitations apply understanding of scientific concepts, theories, models and systems within their limitations analyse evidence interpret evidence investigate phenomena evaluate processes, claims and conclusions communicate understandings, findings, arguments and conclusions.


Structure


Thermal, nuclear and electrical physics Heating processes Ionising radiation

and nuclear reactions Electrical circuits

Linear motion and waves Linear motion and

force Waves

Gravity and electromagnetism Gravity and motion Electromagnetism

Revolutions in modern physics Special relativity Quantum theory The Standard Model


Unit 3 Unit 4



20%


20%



SPECIALIST MATHEMATICS Specialist Mathematics’ major domains are Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus. Specialist Mathematics is designed for students who develop confidence in their mathematical knowledge and ability, and gain a positive view of themselves as mathematics learners. They will gain an appreciation of the true nature of mathematics, its beauty and its power. Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, building on functions, calculus, statistics from Mathematical Methods, while vectors, complex numbers and matrices are introduced. Functions and calculus are essential for creating models of the physical world. Statistics are used to describe and analyse phenomena involving probability, uncertainty and variation. Matrices, complex numbers and vectors are essential tools for explaining abstract or complex relationships that occur in scientific and technological endeavours. Student learning experiences range from practising essential mathematical routines to developing procedural fluency, through to investigating scenarios, modelling the real world, solving problems and explaining reasoning. Pathways A course of study in Specialist Mathematics can establish a basis for further education and employment in the fields of science, all branches of mathematics and statistics, computer science, medicine, engineering, finance and economics. Objectives By the conclusion of the course of study, students will: select, recall and use facts, rules, definitions and procedures drawn from Vectors and matrices,

Real and complex numbers, Trigonometry, Statistics and Calculus comprehend mathematical concepts and techniques drawn from Vectors and matrices, Real and

complex numbers, Trigonometry, Statistics and Calculus communicate using mathematical, statistical and everyday language and conventions evaluate the reasonableness of solutions justify procedures and decisions, and prove propositions by explaining mathematical reasoning solve problems by applying mathematical concepts and techniques drawn from Vectors and

matrices, Real and complex numbers, Trigonometry, Statistics and Calculus.


Structure Specialist Mathematics is to be undertaken in conjunction with, or on completion of, Mathematical Methods.


Combinatorics, vectors and proof Combinatorics Vectors in the plane Introduction to proof

Complex numbers, trigonometry, functions and matrices Complex numbers 1 Trigonometry and

functions Matrices

Mathematical induction, and further vectors, matrices and complex numbers Proof by

mathematical induction

Vectors and matrices Complex numbers 2

Further statistical and calculus inference Integration and

applications of integration

Rates of change and differential equations

Statistical inference


Unit 3 Unit 4


20% Summative internal assessment 3 (IA3): Examination

15%


15%



SPORTS & RECREATION* Sport & Recreation provides students with opportunities to learn in, through and about sport and active recreation activities, examining their role in the lives of individuals and communities. Students examine the relevance of sport and active recreation in Australian culture, employment growth, health and wellbeing. They consider factors that influence participation in sport and recreation, and how physical skills can enhance participation and performance in sport and recreation activities. Students explore how interpersonal skills support effective interaction with others, and the promotion of safety in sport and recreation activities. They examine technology in sport and recreation activities, and how the sport and recreation industry contributes to individual and community outcomes. Students are involved in acquiring, applying and evaluating information about and in physical activities and performances, planning and organising activities, investigating solutions to individual and community challenges, and using suitable technologies where relevant. They communicate ideas and information in, about and through sport and recreation activities. They examine the effects of sport and recreation on individuals and communities, investigate the role of sport and recreation in maintaining good health, evaluate strategies to promote health and safety, and investigate personal and interpersonal skills to achieve goals. Pathways A course of study in Sport & Recreation can establish a basis for further education and employment in the fields of fitness, outdoor recreation and education, sports administration, community health and recreation and sport performance. Objectives By the conclusion of the course of study, students should: demonstrate physical responses and interpersonal strategies in individual and group situations in

sport and recreation activities describe concepts and ideas about sport and recreation using terminology and examples explain procedures and strategies in, about and through sport and recreation activities for

individuals and communities apply concepts and adapt procedures, strategies and physical responses in individual and group

sport and recreation activities manage individual and group sport and recreation activities apply strategies in sport and recreation activities to enhance health, wellbeing, and participation

for individuals and communities use language conventions and textual features to achieve particular purposes evaluate individual and group physical responses and interpersonal strategies to improve

outcomes in sport and recreation activities evaluate the effects of sport and recreation on individuals and communities evaluate strategies that seek to enhance health, wellbeing, and participation in sport and

recreation activities and provide recommendations create communications that convey meaning for particular audiences and purposes.


Structure The Sport & Recreation* course is designed around core and elective topics.


Sport and recreation in the community Sport, recreation and healthy living Health and safety in sport and recreation activities Personal and interpersonal skills in sport and recreation

activities

Active play and minor games Challenge and adventure activities Games and sports Lifelong physical activities Rhythmic and expressive movement

activities Sport and recreation physical activities

Assessment For Sport & Recreation*, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: one project (annotated records of the performance is also required) one investigation, extended response or examination.

Project Investigation Extended response Performance Examination




A response involves the application of identified skill/s when responding to a task that involves solving a problem, providing a solution, providing instruction or conveying meaning or intent.


At least two different components from the following: written: 500–

900 words spoken: 2½–

3½ minutes multimodal: 3–

6 minutes performance:

2–4 minutes.*

Presented in one of the following modes: written: 600–

1000 words spoken: 3–4

minutes multimodal: 4–7

minutes.



minutes.

2–4 minutes # 60–90 minutes

50–250 words per item

# Evidence must include annotated records that clearly identify the application of standards to performance.


VISUAL ART Visual Art provides students with opportunities to understand and appreciate the role of visual art in past and present traditions and cultures, as well as the contributions of contemporary visual artists and their aesthetic, historical and cultural influences. Students interact with artists, artworks, institutions and communities to enrich their experiences and understandings of their own and others’ art practices. Students have opportunities to construct knowledge and communicate personal interpretations by working as both artist and audience. They use their imagination and creativity to innovatively solve problems and experiment with visual language and expression. Through an inquiry learning model, students develop critical and creative thinking skills. They create individualised responses and meaning by applying diverse materials, techniques, technologies and art processes. In responding to artworks, students employ essential literacy skills to investigate artistic expression and critically analyse artworks in diverse contexts. They consider meaning, purposes and theoretical approaches when ascribing aesthetic value and challenging ideas. Pathways A course of study in Visual Art can establish a basis for further education and employment in the fields of arts practice, design, craft, and information technologies; broader areas in creative industries and cultural institutions; and diverse fields that use skills inherent in the subject, including advertising, arts administration and management, communication, design, education, galleries and museums, film and television, public relations, and science and technology. Objectives By the conclusion of the course of study, students will: implement ideas and representations apply literacy skills analyse and interpret visual language, expression and meaning in artworks and practices evaluate art practices, traditions, cultures and theories justify viewpoints experiment in response to stimulus create meaning through the knowledge and understanding of materials, techniques,

technologies and art processes realise responses to communicate meaning.


Structure


Art as lens Through inquiry learning, the following are explored: Concept: lenses to

explore the material world

Contexts: personal and contemporary

Focus: People, place, objects

Media: 2D, 3D, and time-based

Art as code Through inquiry learning, the following are explored: Concept: art as a

coded visual language

Contexts: formal and cultural

Focus: Codes, symbols, signs and art conventions

Media: 2D, 3D, and time-based

Art as knowledge Through inquiry learning, the following are explored: Concept: constructing

knowledge as artist and audience

Contexts: contemporary, personal, cultural and/or formal

Focus: student-directed

Media: student-directed

Art as alternate Through inquiry learning, the following are explored: Concept: evolving

alternate representations and meaning

Contexts: contemporary and personal, cultural and/or formal

Focus: continued exploration of Unit 3 student-directed focus

Media: student-directed


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Investigation — inquiry phase 1

15% Summative internal assessment 3 (IA3): Project — inquiry phase 3

35%

Summative internal assessment 2 (IA2): Project — inquiry phase 2

25%



VISUAL ARTS IN PRACTICE* Visual Arts in Practice* focuses on students engaging in art-making processes and making virtual or physical visual artworks. Visual artworks are created for a purpose and in response to individual, group or community needs. Students explore and apply the materials, technologies and techniques used in art-making. They use information about design elements and principles to influence their own aesthetic and guide how they view others’ works. They also investigate information about artists, art movements and theories, and use the lens of a context to examine influences on art-making. Students reflect on both their own and others’ art-making processes. They integrate skills to create artworks and evaluate aesthetic choices. Students decide on the best way to convey meaning through communications and artworks. They learn and apply safe visual art practices. Pathways A course of study in Visual Arts in Practice* can establish a basis for further education and employment in a range of fields, including design, styling, decorating, illustrating, drafting, visual merchandising, make-up artistry, advertising, game design, photography, animation or ceramics. Objectives By the conclusion of the course of study, students should: recall terminology and explain art-making processes interpret information about concepts and ideas for a purpose demonstrate art-making processes required for visual artworks apply art-making processes, concepts and ideas analyse visual art-making processes for particular purposes use language conventions and features to achieve particular purposes generate plans and ideas and make decisions create communications that convey meaning to audiences evaluate art-making processes, concepts and ideas.


Structure The Visual Arts in Practice* course is designed around core and elective topics.

Core Electives

Visual mediums, technologies, techniques Visual literacies and contexts Artwork realisation

2D 3D Digital and 4D Design Craft

Assessment For Visual Arts in Practice*, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least two projects, with at least one project arising from community connections at least one product (composition), separate to an assessable component of a project.

Project Product Extended response Investigation


A technique that assesses the application of idenified skills to the production of artworks.



A project consists of: a product

component: variable conditions

at least one different component from the following

o written: 500–900 words

o spoken: 2½–3½ minutes

o multimodal o non-presentation: 8

A4 pages max (or equivalent)

o presentation: 3–6 minutes.

variable conditions Presented in one of the following modes: written: 600–1000

words spoken: 3–4 minutes multimodal




words spoken: 3–4 minutes multimodal




DALRYMPLE TRADE TRAINING CENTRE (DTTC) Industry standard, nationally accredited certificate level courses completed in an industry standard facility with strong local business support. INTRODUCTION In 2008, representatives of four of the Charters Towers’ secondary schools & colleges (All Souls St Gabriels School, Charters Towers State High School, Charters Towers School of Distance Education and Columba Catholic College) began the process of applying for Federal Funding under the Trade Training Program. The cluster was successful and received a total of $6 million to put toward the construction and initial establishment of what was to be named the Dalrymple Trade Training Centre (DTTC). The centre was initially set-up with industry accredited working / learning areas for Hospitality, Construction & Engineering. The complex also includes general learning areas with IT capabilities, a catering / function room, offices and general amenities. It is the plan of the Board of the DTTC to continue to allow Registered Training Organisations the opportunity to use (hire) the facilities. At the time of printing this handbook, the Charters Towers branch of the Barrier Reef Institute of TAFE, Jenegar, Mining & Minerals Australia, Queensland Agricultural Training Colleges and other RTOs were using the premises offering a range of courses. COURSES OFFERED DURING SCHOOL HOURS FOR SCHOOL AGE STUDENTS At the time of publishing this handbook, the courses for 2019 were being confirmed by the DTTC Board. COURSE COSTS FOR SCHOOL-AGE STUDENTS At the time of publishing this handbook, it was the understanding of School staff that school age students were able to access ONLY one Certificate level I or II course with full government funding of course costs (VETis – Vocational Education in Schools Funding). The full course cost of any subsequent course accessed will need to be covered by student / family. SCHOOL ADMINISTRATIVE AND TRANSPORT COSTS FOR SCHOOL AGE STUDENTS In previous years, the four schools involved with the DTTC agreed to charge a flat $250 for the year per course for material, administration and transport costs – due for payment to the student’s school by the end of March. At the time of publishing this handbook, the 2019 cost structure had not been finalised. However, it is envisaged that if the schools in the partnership decide to continue with this agreement, the amount would be very similar. Once a decision has been made, families of students in DTTC courses will be notified of the outcome. CLOTHING AND PERSONAL SAFETY EQUIPMENT There is an expectation that students will provide some of the necessary clothing to undertake the course safely. Some of this clothing may be provided under sponsorship arrangements. There may be small general hiring / cleaning fee attached to the use of hired clothing. It is envisaged that all necessary safety equipment (except for shoes) will be provided. IMPORTANT OCCUPATIONAL HEALTH AND SAFETY INFORMATION It is an Occupational Health and Safety (OHS) requirement that students in certain courses wear the correct clothing during practical lessons. This includes the correct OHS approved shoes. Students selecting these courses do so agreeing to: have the correct OHS approved clothing & equipment purchased by the end of the fourth week

of the course, and wear the correct OHS approved clothing & equipment to each practical lesson throughout the

year.


SCHOOL-BASED APPRENTICESHIPS / TRAINEESHIPS The senior curriculum at All Souls St Gabriels School allows for students wishing to undertake a School-Based Apprenticeship / Traineeship in ANY INDUSTRY. This entails the student (or student’s family) finding an appropriate employer willing to employ the student under the School-Based Apprenticeship / Traineeship Scheme. This scheme enables the student to continue to attend All Souls St Gabriels School during their senior years and complete studies accredited toward a Senior Statement (and possible QCE & / or ATAR score) while training and being paid to work in the first year of an apprenticeship. The School is willing to accommodate students to their best ability to achieve the best mix of school studies and school release time to attend ‘on’ and ‘off’ the job training provided by the employer. The School has also been able to engage apprentices in the agricultural, engineering, hospitality, plumbing, electrical, clerical, retail and construction industries. However, the School wishes to stress that these are not the only industries for which students can use this scheme. ANY EMPLOYER IN ANY INDUSTRY CAN BE ACCOMMODATED BY THE SCHOOL. There would only need to be negotiations between the employer and the School as to the best delivery method for the practical and theoretical components of the apprenticeship / traineeship. The School cannot (by law) actively look for apprenticeships / traineeships. However, if the School is contacted by a prospective employer we would do all in our power to inform interested students of the opportunity offered.

FOR FURTHER DETAILS REGARDING ANY PART OF A SCHOOL-BASED APPRENTICESHIP / TRAINEESHIP

PLEASE CONTACT THE SCHOOL AND ASK TO SPEAK TO THE

VOCATIONAL EDUCATION AND TRAINING (VET) CO-ORDINATOR OR THE ACADEMIC DEAN


NOTES
